Week 3 - Have I understood?

[Bob Ridge-Stearn]

Hi All,

I’m struggling. Can you tell me if I’ve understood this correctly?

(I've used a numbered list to make it easier to refer back to the points I make).

 

This week.

1. The “7Cs of learning design” describe 7 stages in the design of a course.
2. This week we are only dealing with the first C – Conceptualising  the course.
3. We have lots of tools at our disposal. 
4. These tools are tools to design courses with ( not tools to deliver learning activities).
5. We have been asked to assemble a toolkit to help us design a course.
6. Certain tools have been suggested to us. Others we can pick from a crowd sourced cloudscape (or we might know of them already)
7. We then have a toolkit with which to conceptualise a course (not to design it per se).

Design Plan 

 

So, using only the tools that have been suggested by Grainne and Rebecca I have put together this plan.

Does it make sense as a design plan in terms of chronology and content?

(I'm just trying to strip everything back to see the wood from the trees really).

Also, do you think I am duplicating things or have I omitted anything important?

 

Presumeably before we start Conceptualising, the design team meets to Contextualise the course.

 

0. Design team Contextualises the course.

0.1 Create personas

0.2 Create Force Maps

0.3 Draw an EoR design Framework

 

Is there are linking activity between contextualising and conceptualising? How do these outputs feed into the next stage?

 

1. The design team meets and uses Course Features Cards –

1.1 Accept or reject cards.

1.2 Order into a diamond shape to indicate importance.

1.3 Write up decisions made in design journal.

1.4 This gives a view of the syllabus and the overall character of the course.

 

2. Download a Course View Map template and complete it manually. Or is there another way to do this?

2.1 Are there any cards for this??

2.2 This will show elements of course in terms of -

• Guidance/support
• Content/experience
• Reflection/demonstration
• Communication/collaboration

2.3 This gives a view in terms of student activities.

 

3. Create an Activity Profile. 

3.1 This is a bar chart showing the amount of time students spend doing learning activities which are broken down into 7 categories.

• Assimilative
• Finding and using info
• Communication
• Production
• Experiential
• Interactive/adaptive
• Assessment

3.2 Use  Predict worksheet then

3.3 Use the Plan worksheet.Write down decision made and reasons for.

3.4 This lets me see the course activities in terms of time spent on them.

What happens next is for another week in OLDSMOOC. (?)

 

 

[Rebecca Galley]

Hi Bob,

Yes, sounds spot on to me :-)

Re the relationship between Contextualisation and conceptualisation: The design process begins with a review of the design 'problem space'/ context - Personas, ForceMaps, EoR etc are tools that help you do this. From a design perspective you get a lot out of doing that not least 1) A fully scoped design problem 2) A set of design constraints.

Using this week's tools you start to brainstorm solutions to the design problem (bearing in mind the constraints) and identify the ones you want to move forward with.

Next week you will begin to put the flesh on the bones of your design (so to speak) and we will show you one way of doing this using the LDSE tool.

A really useful summary!

Rebecca

[Bob Ridge-Stearn]

Hi Rebecca,

Thanks for taking the time to reply. I have revised my thinking of week three -  see http://thedigitalday.wordpress.com/2013/01/30/oldsmooc-w3/

Best wishes,

Bob

[Ida Brandão]

Hi Bob,

 

Curiously I had the same feeling in Week 2, probably because I started to explore many of the resources made available, i.e LD-Grid, going through Bibsonomy, as well,  and started trying to apply.

In Week 3 I calmed down...though I found some of the tools more interesting to apply to my project...